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北京第二外国语学院学报  2019, Vol. 41 Issue (5): 53-67    DOI: 10.12002/j.bisu.258
语言学研究(二语习得研究专栏 主持人:蔡金亭)     
三语习得视角下的读后续写协同效应研究
刘鹏
北京第二外国语学院欧洲学院,100024
A Study on the Effects of Alignment of Continuation Tasks from the Perspective of Third Language Acquisition
Peng Liu
Beijing International Studies University, Beijing 100024, China
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摘要:

本研究分析了以英语(二语习得视角)和西班牙语(三语习得视角)分别作为输入语言读后续写的协同效应的异同。研究发现:两种读后续写任务中,均存在协同效应;两种视角下读后续写产出在语言形式和语义偏误频率上均存在显著差异。研究结果验证了读后续写对三语习得的促学作用,进一步揭示了三语习得视角下影响协同效应的独特机制和因素,具体表现在:借助语际迁移引发的自我协同也产生了语言表征上的协同效应;元语言意识可能是影响协同效应强度的又一新因素;语义层面的协同效应还受到三语习得所特有的“负迁移”因素影响。

关键词: 二语习得三语习得读后续写协同效应偏误启动机制元语言意识负迁移    
Abstract:

Taking English and Spanish as input languages, this study analyses the similarities and differences of the effects of alignment of the continuation tasks of reading and writing from the perspectives of Third Language Acquisition and Second Language Acquisition. The study reveals: (1) the alignment effect exists in both continuation tasks of reading and writing; (2) statistically significant differences are evidenced in the frequency of both language form errors and semantic errors in the two continuation tasks of reading and writing. The study demonstrates that the use of continuation tasks from the perspective of Third Language Acquisition also helps to improve the language acquisition level of the students. It further reveals the particular mechanisms and factors that are relevant to the effect of alignment from the perspective of Third Language Acquisition. The important findings of this study are as follows: (1) self-alignment which is caused by interlingual migration also produces the effect of alignment at the linguistic representation level; (2) metalanguage awareness may be another new factor that affects the intensity of the effect of alignment; (3) the effect of alignment at the semantic level is also influenced by the “negative migration” factor that is unique to Third Language Acquisition.

Key words: Second Language Acquisition (SLA)    Third Language Acquisition (TLA)    continuation task    effect of alignment    error    priming mechanism    metalanguage awareness    negative migration
收稿日期: 2019-03-05 出版日期: 2020-01-15
PACS:  H09  
基金资助: 本文受北京第二外国语学院校级科教融合项目“基于三语习得协同效应的读后续写语言技能培养研究”(项目编号:545003/060)
作者简介: 刘鹏,北京第二外国语学院欧洲学院,100024,主要研究领域:西班牙语语言教学。电子邮箱:15010051900@163.com
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引用本文:

刘鹏. 三语习得视角下的读后续写协同效应研究[J]. 北京第二外国语学院学报, 2019, 41(5): 53-67.

Peng Liu. A Study on the Effects of Alignment of Continuation Tasks from the Perspective of Third Language Acquisition. Journal of Beijing International Studies University, 2019, 41(5): 53-67.

链接本文:

https://journal.bisu.edu.cn/CN/10.12002/j.bisu.258        https://journal.bisu.edu.cn/CN/Y2019/V41/I5/53

排序 关键词 对比库频率
(读英续西)
目标库频率
(读西续西)
原文库频率
(西语原文)
1 SINTIO 1 2 2
2 HAMBRE 1 2 2
3 ESE 3 7 4
4 ASI 3 7 4
5 FARDEL 1 6 4
6 YO 20 31 11
7 MADRE 1 3 3
8 GRAN 3 2 3
9 SER 6 5 5
10 CUANDO 8 9 7
11 CONTRA 1 1 3
表1  同一关键词在对比库、目标库和原文库之间的频率比较
读写方式 排序 关键词 关键值 频率 参照库频率
读英续西 1 DOLOR —5.6 3 12
2 MAS —5.56 13 32
3 CASA —5.53 1 7
4 ES —4.31 8 25
5 SINO —3.83 1 9
6 ASTUTO —3.55 3 15
7 NO 1.29 48 113
读西续西 1 SABIA —6.13 6 10
2 HACER —6.13 6 10
3 VOY —5.83 1 4
4 SANGRE —5.83 1 4
5 PENSAR —5.83 1 4
6 PAJA —5.83 1 4
7 AÑOS —5.83 1 4
8 SENTI —5.66 3 7
9 SOLO —5.3 6 11
10 DI —5.26 2 6
11 NUNCA —3.89 4 10
12 HOMBRE —3.09 1 6
13 NO 1.29 113 48
14 MUY —1.24 9 19
表2  读英续西库和读西续西库中关键词情况⑤
语言读写任务 组别 N 均值 标准差 p值(双尾)
单词拼写 1组 20 1.743 9 1.659 74 0.186
2组 26 1.197 6 1.090 67
性一致 1组 20 0.118 5 0.403 50 0.876
2组 26 0.136 1 0.356 42
语言读写任务 组别 N 均值 标准差 p值(双尾)
冠词 1组 20 0.610 6 0.736 92 0.024
2组 26 0.187 9 0.306 28
介词 1组 20 0.930 7 0.905 52 0.079
2组 26 0.513 6 0.544 74
se+动词 1组 20 0.490 8 0.473 24 0.424
2组 26 0.386 8 0.39973
时态 1组 20 1.740 8 2.161 59 0.026
2组 26 0.543 1 0.645 91
句型误用 1组 20 0.925 3 0.790 88 0.534
2组 26 0.767 2 0.889 66
用词不当 1组 20 2.426 6 1.708 38 0.003
2组 26 1.029 6 0.871 73
形式偏误 1组 20 6.560 7 4.211 02 0.011
2组 26 3.732 5 2.153 99
意义偏误 1组 20 2.426 6 1.708 38 0.003
2组 26 1.029 6 0.871 73
表3  读英续西和读西续西库中各类偏误出现的频率(每100词)
图1  二语习得和三语习得视角下协同效应的触发机制比较
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